Roger’s note: How encouraging to see young (white and apparently middle class) students giving a lesson in democracy to the Neanderthal cristofascists who de facto govern their (the students’) formal education. That this kind of action is taking place in Colorado and not Berkeley is also a hopeful sign. Watch the video.

‘Do not pretend that patriotism is turning a blind eye and a passive mind to the changing world around us,’ student organizer says

An image from one of the student protests in September. (Photo: John Lebya/Denver Post)

Protesting the conservative school board’s efforts to censor their history curriculum, more than a dozen students were escorted out of a Jefferson County Board of Education meeting in Colorado on Thursday night after disrupting proceedings by reading from their history textbooks and reciting the Pledge of Allegiance.

The students employed one of the very tactics that school board member Julie Williams was seeking to downplay through a proposed curriculum review committee: civil disobedience. In late September, Williams’ proposal—to establish a committee to ensure that the district’s history texts promoted positive aspects of the United States and avoided encouragement of “civil disorder, social strife or disregard of the law”—prompted mass student walk-outs and teacher ‘sick-outs.’

“You want to limit what we learn so you can push your own political opinion. Our problem is that the nation you want to build consists of people who cannot think critically.”
—Ashlyn Maher, JeffCo Student Network for Change

Many of the students involved in Thursday evening’s action were organizers of the September protests.

According to Chicago Public Radio, “the disruptions started when board members refused to let students speak, after they didn’t speak in the order they were called. A few minutes later, one student after another stood up in the public meeting, reciting historic acts of civil disobedience from history textbooks.”

The report continues:

When asked to leave the room, students at the podium left or were escorted out peacefully. After another group of students read aloud from history books and were escorted out, about a dozen students stood up in the packed meeting to read the Pledge of Allegiance. They then filed out.

Along with the students were “legal consultants,” law students taking descriptive notes of the scene. That didn’t please one security guard who lobbed several insults at the law students.

Standing in a circle outside the education building, a set of sprinklers suddenly came on. When the students moved out of the way, those sprinklers came on. The pattern repeated until all the sprinklers were on but the students didn’t leave. A security officer came out and informed the group that they were trespassing.

Student organizer Ashlyn Maher, a member of the recently formed JeffCo Student Network for Change, didn’t get a chance to speak at Thursday’s meeting. She posted her speech on Facebook.

“Our problem is that you, the board majority, passed a redundant, and highly opposed curriculum review committee because you have other motives,” Maher said. “You want to limit what we learn so you can push your own political opinion. Our problem is that the nation you want to build consists of people who cannot think critically. We as students want to develop our minds. Critical thinking is our ticket to the future. Do not limit what we learn…Do not try to fool us…Do not pretend that patriotism is turning a blind eye and a passive mind to the changing world around us.”

Chalkbeat Coloradoreports that “as part of their demonstration, the students said they had four demands: a public apology from the school board’s conservative majority for referring to students as ‘union pawns;’ a reversal of an earlier decision to amend content review policies; proof from the board that they listen and act on community input instead of what students called an ‘ideological’ agenda; and more resources for classroom instruction.”

Watch security guards take books away from the students in the video of the action below:

This work is licensed under a Creative Commons Attribution-Share Alike 3.0 License

Naomi Klein: ‘This is why radical movements are mercilessly mocked. They can win.’

– Common Dreams staff

Students protesting the rise in tuition fees demonstrate in Montreal Saturday, April 14, 2012. (Graham Hughes/THE CANADIAN PRESS)

After a year of revolt which became known as the “Maple Spring”—including massive street protests that received global attention—university students across Quebec were celebrating victory on Thursday night following the announcement from newly elected Premier Pauline Marois that the government was cancelling the proposed tuition hike that led to the student uprising and nullifying the contentious Bill 78 law which was introduced to curb the powerful protests.

“It’s a total victory!” said Martine Desjardins, president of the Fédération étudiante universitaire du Québec, which is the largest student association with about 125,000 students. “It’s a new era of collaboration instead of confrontation.”

“Together we’ve written a chapter in the history of Quebec,” she added. “It’s a triumph of justice and equity.”

Well-known Canadian author and activist Naomi Klein, responded to the news by tweeting:

And, “Bravo to the striking students,” tweeted Gabriel Nadeau-Dubois, a spokesperson for the Coalition large de l’association pour une solidarité syndicale étudiante (CLASSE) during the most tumultous and pitched episodes of the student mobilization, in French:

Marois’ announcement followed her very first cabinet meeting and was a fulfillment of promises she made during her recent campaign against the former premier, Jean Charest. For his part, Charest became the prime target of ire for students during their fight against the tuition hikes and following the passage of Bill 78, which he signed. The most odious sections of Bill 78, which later became Law 12, will be nullified by decree, said Marois.

Whichever side of the debate you were on, there was no denying the significance of the moment. Marois, who was criticized by the Liberals for wearing a symbolic red square in solidarity with students for much of the conflict, made a promise to cancel the tuition increase — and she moved quickly to fulfill that commitment.

Students, who organized countless marches and clanged pots and never wavered from their goal of keeping education accessible with a tuition freeze, seemed at last to have triumphed definitively.

The various student groups, which range from the more radical CLASSE to the less strident FEUQ, do not share all the same political goals or tactics, but it is unquestionable that their shared movement helped lead to the downfall of the Charest government, paved the path for Marois victory, and culminated in yesterday’s victory.

“It’s certain that we were very present[…] during the election to make sure that Charest, who was elected with a weak majority vote in 2008, was not reelected,” said Desjardins.

Another more militant student association, CLASSE — the Coalition Large des Association pour une Solidarite Syndicale Étudiante — has as its central mandate a goal to keep fighting for free tuition. But Desjardins said FEUQ plans a calmer approach on pressure tactics.

Desjardins said she does not believe CLASSE’s campaign for free tuition will negatively impact the FEUQ’s plans. She pointed out that both groups had clearly outlined their differences during the student crisis.

The FEUQ president also said a consensus between the government and all student associations is possible.

Like sap rising in spring, the printemps érable showcases the talents and humour of Quebec students. Here are some examples:

Red-clad students board subway cars during the morning rush hour on the orange line of the metro. One per car, they stand silently looking straight ahead. When the car stops they get out, position themselves at equal intervals along the platform so that when the metro pulls out of the station passengers see a blur of red.

Red, the colour of radical movements, has been taken over by the students, who wear red knitted or crocheted squares, or squares of red felt, attached with a safety pin. Or just a plain old square of red duct tape.

Music students perform a professional calibre “Sacre du printemps” by Igor Stravinsky to cheer the protesters, a piece that sent the Paris establishment into paroxysms of rage when it was first played in the spring of 1913.

Students build red cubes, using them as part of a piece of street theatre at the Earth Day demonstration, the biggest demonstration in the history of Canada and Quebec.

Videos, installation art, signs brandished by philosophy students in Latin and Greek. Fine arts students make picket signs with wonderfully detailed portraits of Quebec politicians.

Poems, songs, videos and music clips. If the purpose of an education is to learn how to think creatively, then the education system is working.

For 40 years, older people have lamented self-absorbed, apolitical youth. Now that so many have taken their ideas to the streets, many of those same observers are outraged, calling them spoiled, pointing to their iPads and Starbucks coffees as evidence.

The unemployment rate for young people is at 14 percent and most of them end up burdened with huge debt when they graduate. Many students work while studying — 20 or more hours per week. They may have a Starbucks coffee from time to time. So what?

Supporters of the Occupy movement in New York speak admiringly of the Quebec student mobilization.

The Occupied Wall Street Journal, the newspaper of the movement, writes: “A deep democratic movement, something most of us have never seen and scarcely imagined, turned a small park near Wall Street into the centre of a global storm. Everybody knows the deck is stacked. But it turns out not everyone is willing to put up with it.”

Beautifully written, and who would have thought that the Quebec branch of this worldwide mobilization, with 300,000 people in the streets, would have become the most stupendous of all? Quebecers in the streets are united, with the world marching. Everyone knows something is profoundly wrong — with the economy, with the environment, with the political system, corrupted with cash.

André Pratte, chief editorialist of La Presse, who is in favour of the tuition fee increase, compares the upheaval to May 1968. Students around the world protested against the war in Vietnam and demanded a voice in their education. In 1970, four students were shot down and killed at Kent State University in Ohio. You have probably heard the song by Canadian Neil Young that starts with the line, “Tin soldiers and Nixon’s coming…”

When it was all over, students had a say in the running of educational institutions.

a) The more accessible education is, the fairer, more stable and richer a society is, because we can develop the resources of all our people, not just the thin layer of entitled wealthy who can pay for education. That seems obvious, doesn’t it?

b) The strike is not just against a tuition hike, it’s for a much broader vision of an equitable society.

c) The investment in an undergrad degree produces much higher economic returns to the state than an equal amount in subsidies to industry.

On March 22, at least 100,000 people protested peacefully in the streets of Montreal against the tuition fee hike. That was the first sign that something really big was underway. In another song of the 60s, Bob Dylan sang, “Something is happening here, and you don’t know what it is, do you, Mister Jones?”

The tuition fee hike amounts to a 75 per cent increase over five years – $325 per year for five years. About $325-million in all. The cost of the fiasco of a new building constructed by the Université du Québec à Montréal called L’Îlot Voyageur: $500-million. So why the insistence on the fee hike?

Ideology. An election promise. The need to be seen to be fiscally responsible.

After the World Trade Center attacks, social activism declined. The gap between the 1 per cent and the 99 per cent grew. Now over ten years later a new generation of activists is looking around and saying, ‘Wait a minute, this system is not so great. The neo-liberal model led to a worldwide financial crisis that brought the world economy almost to its knees. Just what is so great about the status quo?’

It has always been easier to stand back, cross your arms and do nothing. To go along with things as they are. But the reason we have public education, votes for women, public healthcare, libraries and paved roads is because people who didn’t just go along with the status quo built systems that defended the interests of the people.

They were called names too — “communists,” “anarchists,” “agitators.”

I was struck by an interview I saw with a government minister who said she doesn’t like demonstrations. No one likes demonstrations, Minister. It’s just that sometimes demonstrations are the only tool people have to make themselves heard.

Let the last word go to filmmaker Hugo Latulippe, excerpted from the poem he wrote called Nous sommes des millions, published in Voir:

“It is easier to build strong children than to repair broken men.” – Frederick Douglass

On Thursday, I was proud to take part in a student walkout at the University of Maryland in defense of public education. It was just one link in a National Day of Action that saw protests in more than 32 states across the country. I am not a student, and haven’t been since those innocent days when Monica Lewinsky mattered, but I was asked to come speak at a post walkout teach-in about the way sports is used to attack public education. It might sound like a bizarre topic, but it’s the world that students see every day.

At the University of Maryland, as tuition has been hiked and classes cut, football coach Ralph Friedgen makes a base salary of 1.75 million bucks, which would be outrageous even if the team weren’t two-steps past terrible. Friedgen also gets perks like a $50,000 bonus if none of his players are arrested during the course of the season.

Ground zero of the student protest movement is the University of California at Berkeley. Over at Berkeley, students are facing 32% tuition hikes, while the school pays football coach Jeff Tedford 2.8 million dollars a year and is finishing more than 400 million in renovations on the football stadium. This is what students see: boosters and alumni come first, while they’ve been instructed to cheer their teams, pay their loans, and mind their business.

The counterargument is that college athletic departments fund themselves and actually put money back into a school’s general fund. This is simply not true. The October Knight Commission report of college presidents stated that the 25 top football schools had revenues on average of $3.9 million in 2008. The other 94 ran deficits averaging $9.9 million. When athletic departments run deficits, it’s not like the football coach takes a pay cut. In other words, if the team is doing well, the entire school benefits. If the football team suffers, the entire school suffers. This, to put it mildly, is financial lunacy. A school would statistically be better off if it took its endowment to Vegas and just bet it all on black.

If state colleges are hurting, your typical urban public school is in a world of pain with budgets slashed to the bone. Politicians act like these are problems beyond their control like the weather. (“50% chance of sun and a 40% chance of losing music programs.”)

In truth, they are the result of a comprehensive attack on public education that has seen the system starved. One way this has been implemented is through stadium construction, the grand substitute for anything resembling an urban policy in this country. Over the last generation, we’ve seen 30 billion in public funds spent on stadiums. They were presented as photogenic solutions to deindustrialization, declining tax bases, and suburban flight. The results are now in and they don’t look good for the home teams. University of Maryland sports economists Dennis Coates and University of Alberta Brad R. Humphreys studied stadium funding over 30 years and failed to find one solitary example of a sports franchise lifting or even stabilizing a local economy. They concluded the opposite: “a reduction in real per capita income over the entire metropolitan area….Our conclusion, and that of nearly all academic economists studying this issue, is that professional sports generally have little, if any, positive effect on a city’s economy.” These projects achieve so little because the jobs created are low wage, service sector, seasonal employment. Instead of being solutions of urban decay, the stadiums have been tools of organized theft: sporting shock doctrines for our ailing cities.

With crumbling schools, higher tuitions, and an Education Secretary in Arne Duncan who seems more obsessed with providing extra money for schools that break their teachers unions, it’s no wonder that the anger is starting to boil over. It can also bubble up in unpredictable ways. On Wednesday night, after the University of Maryland men’s basketball team beat hated arch-rival Duke, students were arrested after pouring into the streets surrounding the campus. In years past, these sporting riots have been testosterone run amok, frat parties of burning mattresses and excessive inebriation. This year it was different, with police needing to use pepper spray and horses to quell the 1,500 students who filled Route 1. In response, students chanted, “Defense! Defense!” At the Thursday teach in, I said to the students that I didn’t think there was anything particularly political or interesting about a college sports riot. One person shot his hand up and said, “It wasn’t a riot until the cops showed up.” Everyone proceeded to applaud. I was surprised at first that these politically minded students would be defending a post-game melee, but no longer. The anger is real and it isn’t going anywhere. While schools are paying football coaches millions and revamping stadiums, students are choosing between dropping out or living with decades of debt. One thing is certain: it aint a game.

On December 16th, a friendship forged nearly two decades ago on the hardwood of the basketball court culminated in a press conference at the Dodge Renaissance Academy, an elementary school located on the west side of Chicago. In a glowing introduction to the media, President-elect Barack Obama named Arne Duncan, the chief executive officer of the Chicago Public Schools system (CPS), as his nominee for U.S. Secretary of Education. “When it comes to school reform,” the President-elect said, “Arne is the most hands-on of hands-on practitioners. For Arne, school reform isn’t just a theory in a book – it’s the cause of his life. And the results aren’t just about test scores or statistics, but about whether our children are developing the skills they need to compete with any worker in the world for any job.”

Though the announcement came amidst a deluge of other Obama nominations – he had unveiled key members of his energy and environment teams the day before and would add his picks for the Secretaries of Agriculture and the Interior the next day – Duncan’s selection was eagerly anticipated, and garnered mostly favorable reactions in education circles and in the media. He was described as the compromise candidate between powerful teachers’ unions and the advocates of charter schools and merit pay. He was also regularly hailed as a “reformer,” fearless when it came to challenging the educational status quo and more than willing to shake up hidebound, moribund public school systems.

Yet a closer investigation of Duncan’s record in Chicago casts doubt on that label. As he packs up for Washington, Duncan leaves behind a Windy City legacy that’s hardly cause for optimism, emphasizing as it does a business-minded, market-driven model for education. If he is a “reformer,” his style of management is distinctly top-down, corporate, and privatizing. It views teachers as expendable, unions as unnecessary, and students as customers.

Disturbing as well is the prominence of Duncan’s belief in offering a key role in public education to the military. Chicago’s school system is currently the most militarized in the country, boasting five military academies, nearly three dozen smaller Junior Reserve Officer Training Corps programs within existing high schools, and numerous middle school Junior ROTC programs. More troubling yet, the military academies he’s started are nearly all located in low-income, minority neighborhoods. This merging of military training and education naturally raises concerns about whether such academies will be not just education centers, but recruitment centers as well.

Rather than handing Duncan a free pass on his way into office, as lawmakers did during Duncan’s breezy confirmation hearings last week, a closer examination of the Chicago native’s record is in order. Only then can we begin to imagine where public education might be heading under Arne Duncan, and whether his vision represents the kind of “change” that will bring our students meaningfully in line with the rest of the world.

The Militarization of Secondary Education

Today, the flagship projects in CPS’s militarization are its five military academies, affiliated with either the Army, Navy, or Marines. All students – or cadets, as they’re known – attending one of these schools are required to enroll as well in the academy’s Junior ROTC program. That means cadets must wear full military uniforms to school everyday, and undergo daily uniform inspections. As part of the academy’s curriculum, they must also take a daily ROTC course focusing on military history, map reading and navigation, drug prevention, and the branches of the Department of Defense.

Cadets can practice marching on an academy’s drill team, learn the proper way to fire a weapon on the rifle team, and choose to attend extracurricular spring or summer military training sessions. At the Phoenix Military Academy, cadets are even organized into an academy battalion, modeled on an Army infantry division battalion, in which upper-class cadets fill the leading roles of commander, executive officer, and sergeant major.

In addition, military personnel from the U.S. armed services teach alongside regular teachers in each academy, and also fill administrative roles such as academy “commandants.” Three of these military academies were created in part with Department of Defense appropriations – funds secured by Illinois lawmakers – and when the proposed Air Force Academy High School opens this fall, CPS will be the only public school system in the country with Air Force, Army, Navy, and Marine Corps high school academies.

CPS also boasts almost three dozen smaller Junior ROTC programs within existing high schools that students can opt to join, and over 20 voluntary middle school Junior ROTC programs. All told, between the academies and the voluntary Junior ROTC programs, more than 10,000 students are enrolled in a military education program of some sort in the CPS system. Officials like Duncan and Chicago Mayor Richard M. Daley justify the need for the military academies by claiming they do a superlative job teaching students discipline and providing them with character-building opportunities. “These are positive learning environments,” Duncan said in 2007. “I love the sense of leadership. I love the sense of discipline.”

Without a doubt, teaching students about discipline and leadership is an important aspect of being an educator. But is the full-scale uniformed culture of the military actually necessary to impart these values? A student who learns to play the cello, who studies how to read music, will learn discipline too, without a military-themed learning environment. In addition, encouraging students to be critical thinkers, to question accepted beliefs and norms, remains key to a teacher’s role at any grade level. The military’s culture of uniformity and discipline, important as it may be for an army, hardly aligns with these pedagogical values.

Of no less concern are the types of students Chicago’s military academies are trying to attract. All of CPS’s military academies (except the Rickover Naval Academy) are located in low-income neighborhoods with primarily black and/or Hispanic residents. As a result, student enrollment in the academies consists almost entirely of minorities. Whites, who already represent a mere 9% of the students in the Chicago system, make up only 4% of the students enrolled in the military academies.

There is obviously a correlation between these low-income, minority communities, the military academies being established in them, and the long-term recruitment needs of the U.S. military. The schools essentially functional as recruiting tools, despite the expectable military disclaimers. The Chicago Tribune typically reported in 1999 that the creation of the system’s first military school in the historically black community of Bronzeville grew, in part, out of “a desire for the military to increase the pool of minority candidates for its academies.” And before the House Armed Services Committee in 2000, the armed services chiefs of staff testified that 30%-50% of all Junior ROTC cadets later enlist in the military. Organizations opposing the military’s growing presence in public schools insist that it’s no mistake the number of military academies in Chicago is on the rise at a time when the U.S. military has had difficulty meeting its recruitment targets while fighting two unpopular wars.

It seems clear enough that, when it comes to the militarization of the Chicago school system, whatever Duncan’s goals, the results are likely to be only partly “educational.”

Merging the Market and the Classroom

While discussing his nomination, President-elect Obama praised the fact that Duncan isn’t “beholden to any one ideology.” A closer examination of his career in education, however, suggests otherwise. As Chicago’s chief executive officer (not to be confused with CPS’s chief education officer), Duncan ran his district in a most businesslike manner. As he put it in a 2003 profile in Catalyst Chicago, an independent magazine that covers education reform, “We’re in the business of education.” And indeed, managing the country’s third-largest school system does require sharp business acumen. But what’s evident from Duncan’s seven years in charge is his belief that the business of education should, first and foremost, embrace the logic of the free market and privatization.

Duncan’s belief in privatizing public education can be most clearly seen in Chicago’s Renaissance 2010 plan, the centerpiece of his time in that city. Designed by corporate consulting firm A.T. Kearney and backed by the Commercial Club of Chicago, an organization representing some of the city’s largest businesses, Renaissance 2010 has pushed hard for the closing of underperforming schools – to be replaced by multiple new, smaller, “entrepreneurial” schools. Under the plan, many of the new institutions established have been privatized charter or “contract” schools run by independent nonprofit outfits. They, then, turn out to have the option of contracting school management out to for-profit education management organizations. In addition, Renaissance 2010 charter schools, not being subject to state laws and district initiatives, can – as many have – eliminate the teachers’ union altogether.

Under Duncan’s leadership, CPS and Renaissance 2010 schools have adopted a performance-driven style of governance in which well-run schools and their teachers and administrators are rewarded, and low-performing schools are penalized. As Catalyst Chicagoreported, “Star schools and principals have been granted more flexibility and autonomy, and often financial freedom and bonus pay.” Low-performing schools put on probation, on the other hand, “have little say over how they can spend poverty funding, an area otherwise controlled by elected local school councils [Local school councils] at struggling schools have also lost the right to hire or fire principals – restrictions that have outraged some parent activists.”

Students as well as teachers and principals are experiencing firsthand the impact of Duncan’s belief in competition and incentive-based learning. This fall, the Chicago Public Schools rolled out a Green for Grade$ program in which the district will pay freshmen at 20 selected high schools for good grades – $50 in cash for an A, $35 for a B, and even $20 for a C. Though students not surprisingly say they support the program – what student wouldn’t want to get paid for grades? – critics contend that cash-for-grades incentives, which stir interest in learning for all the wrong reasons, turn being educated into a job.

Duncan’s rhetoric offers a good sense of what his business-minded approach and support for bringing free-market ideologies into public education means. At a May 2008 symposium hosted by the Renaissance Schools Fund, the nonprofit financial arm of Renaissance 2010, entitled “Free to Choose, Free to Succeed: The New Market of Public Education,” Duncan typically compared his job running a school district to that of a stock portfolio manager. As he explained, “I am not a manager of 600 schools. I’m a portfolio manager of 600 schools and I’m trying to improve the portfolio.” He would later add, “We’re trying to blur the lines between the public and the private.”

A Top-Down Leadership Style

Barack Obama built his campaign on impressive grassroots support and the democratic nature of his candidacy. Judging by his continued outreach to supporters, he seems intent on leading, at least in part, with the same bottom-up style. Duncan’s style couldn’t be more different.

Under Duncan, the critical voices of parents, community leaders, students, and teachers regularly fell on deaf ears. As described by University of Illinois at Chicago professor and education activist Pauline Lipman in the journal Educational Policy in 2007, Renaissance 2010 provoked striking resistance within affected communities and neighborhoods. There were heated community hearings and similarly angry testimony at Board of Education meetings, as well as door-to-door organizing, picketing, and even, at one point, a student walk-out.

“The opposition,” Lipman wrote, “brought together unions, teachers, students, school reformers, community leaders and organizations, parents in African American South and West Side communities, and some Latino community activists and teachers.” Yet, as she pointed out recently, mounting neighborhood opposition had little effect. “I’m pretty in tune with the grassroots activism in education in Chicago,” she said, “and people are uniformly opposed to these policies, and uniformly feel that they have no voice.”

During Duncan’s tenure, decision-making responsibilities that once belonged to elected officials shifted into the hands of unelected individuals handpicked by the city’s corporate or political elite. For instance, elected local school councils, made up mostly of parents and community leaders, are to be scaled back or eliminated altogether as part of Renaissance 2010. Now, many new schools can simply opt out of such councils.

Then there’s the Renaissance Schools Fund. It oversees the selection and evaluation of new schools and subsequent investment in them. Made up of unelected business leaders, the CEO of the system, and the Chicago Board of Education president, the Fund takes the money it raises and makes schools compete against each other for limited private funding. It has typically been criticized by community leaders and activists for being an opaque, unaccountable body indifferent to the will of Chicago’s citizens.

Making the Grade?

Despite his controversial educational policies, Duncan’s supporters ultimately contend that, as the CEO of Chicago’s schools, he’s gotten results where it matters – test scores. An objective, easily quantifiable yet imperfect measure of student learning, test scores have indeed improved in several areas under Duncan (though many attribute this to lowered statewide testing standards and more lenient testing guidelines). Between 2001 and 2008, for instance, the percentage of elementary school students meeting or exceeding standards on the Illinois Standards Achievement Test increased from 39.5% to 65%. The number of CPS students meeting or exceeding the Illinois Learning Standards, another statewide secondary education achievement assessment, also increased from 38% in 2002 to 60% in 2008.

When measured on a national scale, however, Duncan’s record looks a lot less impressive. In comparison to other major urban school districts (including Los Angeles, Boston, New York City, and Washington, D.C.) in the National Assessment of Educational Progress, or “The Nation’s Report Card,” Chicago fourth and eighth graders ranked, with only one exception, in the bottom half of all districts in math, reading, and science in 2003, 2005 and 2007. In addition, from 2004 to 2008, the Chicago Public Schools district failed to make “adequate yearly progress” as mandated by the Bush administration’s No Child Left Behind Act.

Even if Duncan’s policies do continue to boost test scores in coming years, the question must be asked: At whose expense? In a competition-driven educational system, some schools will, of course, succeed, receiving more funding and so hiring the most talented teachers. At the same time, schools that aren’t “performing” will be put on probation, stripped of their autonomy, and possibly closed, only to be reopened as privately-run outfits – or even handed over to the military. The highest achieving students (that is, the best test-takers) will have access to the most up-to-date facilities, advanced equipment, and academic support programs; struggling students will likely be left behind, separate and unequal, stuck in decrepit classrooms and underfunded schools.

Public education is not meant to be a win-lose, us-versus-them system, nor is it meant to be a recruitment system for the military – and yet this, it seems, is at the heart of Duncan’s legacy in Chicago, and so a reasonable indication of the kind of “reform” he’s likely to bring to the country as education secretary.

——–

Andy Kroll is a writer based in Ann Arbor, Michigan, and a student at the University of Michigan. His writing has appeared at the Nation Online, Alternet, CNN, CBS News, CampusProgress.org, and Wiretap Magazine, among other publications. He welcomes feedback, and can be reached at his website. To listen to a TomDispatch audio interview with Kroll on the new Secretary of Education, click here.